Grade 4 Map

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Grade Level:4
Topic: Erie-Plant Growth & Development
NYS Standard
4 The Physical Setting or Living Environment
 Time Frame/Duration: November-January
Content Key Idea:
 (1) Living things are both similar to and different from each other and from nonliving things. (3) Individual organisms and species change over time. (4) The continuity of life is sustained through reproduction and development. (5) Organisms maintain a dynamic equilibrium that sustains life. (6) Plants and animals depend on each other and their physical environment.
Performance Indicator:
 1.1, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2
Vocabulary
 Abdomen, cotyledon, embryo, fertilize, flower, fruit, Germinate, germination, grow, harvest, head, leaf, life cycle, life span, offspring, petal, pistil, pollen, pollination, population, root, seed, sepal, species, soil, stamen, stem, structure, thorax, thresh.
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
Sort and classify assorted bean seeds.
 M
 Lab Manual Pg. 1-2
 Text A6-A7, enlarge lab manual

4 parts of a seed and their function (3.1b)
 M
 Draw picture. on board,
look at dry lima bean,
predict what will happen to soaked bean
 Activity Sheet 1
Dry bean

Observe properties of soaked beans. (3.1b)
 M
 Bar graphs comparing two beans, take off seed coat and explore
 Activity Sheet 1 Soaked bean

Plants grow from seeds (1.2a)
 M
 Plant seeds from kit, discuss irrigation
 Kit

Group plants in two groups (3.1c)
 M
 Read From Seed to Plant by Allan Powler
 Text A8,A9

Plants that make seeds (3.1c)
 M
 graphic organizer, plant collage
 Text A10-A14

Plants that do not make seeds (3.1c)
 M
 graphic organizer, plant collage
 Text A10-A14







The mature stage of a flowering plants life cycle (4.1d)
 M
 Measure Plants, life cycle cards
 observation sheet lesson 6, kit
 Chap A1 Lesson 1 assessment
The parts and function of plant (3.1c)
 M
 Model flower with tissue paper, observe and measure plant
 Text A15-A17, Lesson 7 activity sheet 3

The four parts of a flower and the function(3.1b, 5.1b)
 M
 label parts of a flower, observe and measure plant
 Text A16, Parts of a flower workshop

Flowers with fewer than four parts produce seeds (3.1b, 5.1b)
 M
 Measure and record, label parts and functions of flower on board
 Text A18
 Chap A1 Lesson 2 assessment
Pollinate flowers with bees (6.1a)
 M
 Diagram of a bee/model


Pollination (6.1a)
 M
 self pollinate and cross pollinate flowers, graphic organizer
 Text A19

Fertilization (6.1a)
 M
 Pollinate flowers and record observations, graphic organizer
 Text A20-A23
 Chap A1 Lesson 3 assessment
Plants grow from seeds (1.1a, 1.1b, 4.1d)
 M
 Transparency 1 worksheet
 A26-A28, Transparency 1
 A32-A33




Chapter Test























Topic: Monroe-Magnets

NYS Standard
4 Physical Setting and Living Environment
 Time Frame/Duration: March/ April
Content Key Idea:
 (3) Matter is made up of particles whose properties determine the observable characteristics of matter and its reactvity. (4) Energy exists in many forms, and when these forms change energy is conserved. (5) Energy and matter interact through forces that result in changes in motion. (7) Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator:
 3.1, 3.2, 4.1, 5.1, 5.2, 7.1
Vocabulary
 compass, electromagnet, generator, geographic north pole, magnet, magnetic field, magnetic north pole, magnetic pole, magnetism, permanent magnet, pole, temporary magnet
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
What is Magnetism? (5.1e)
 M
 Kit -What moves money?
 Text B74, 75
 Students will participate in planning a Model for Problem Solving for Magnets.
How magnets act (5.1b)
 R
 kit- attraction activity, when magnets interact activity, magnetic field activity , another look at poles activity
 Text B74, 75
 Students will test objects to see which interact with a magnet, students will use iron filings to observe the fields of interacting magnets, students will observe magnetic fields revealed by iron filings, SW observe the magnetic field within magnets
Force of gravity pulls toward the center of the Earth (5.1c)
 R
 Kit- compasses activity, Where in the World? activity, Making a compass activity
 Text B76, 77
Kit manual pg. 12 &17
 Chap B3 lesson 3 assessment, SW prove that compass needles are magnets., SW discover that the south magnetic pole of the earth is near earth's north geographic pole.
Magnetism can affect objects through gases, liquids, and solids. (5.2a)
 M
 Kit-Just passing through activity
 Kit manual pg. 13
 SW test materials to see if magnetism will pass through them.
The force of magnetism on objects (3.1c, 5.2b)
 M
 Kit- How Strong? activity, making magnets activity.
 Kit manual pg. 14&15
 SW make magnets, SW make and use their own plans for testing the strength of magnets.
Changes in magnetism (3.2c)
 M
 Kit- Demagnetizing activity
 Kit manual pg. 16
 SW demagnetize a magnetized piece of paper clip by dropping it and heating it.
Magnets in our lives (7.1b)
 R
 Kit- Magnet Hunt Activity
 Kit manual pg. 18
 SW list ways we use magnets in everyday life.




















Topic:Human Body-Digestive System

NYS Standard
4 The Living Environment
 Time Frame/Duration: May
Content Key Idea:
 (1) Living things are both similar to and different from each other and from nonliving things.
(5) Organisms maintain a dynamic equilibrium that sustains life. (
Performance Indicator:
 1.2, 5.1, 5.3
Vocabulary
 digestion, enzyme, esophagus, indigestion, intestine, large intestine, mouth, nutrients, saliva, small intestine, stomach, teeth
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
Job of the digestive system (1.2a, 5.1a)
 M
 Digestive system puzzle
 Text D8

Steps in Digestion (5.1a)
 M
 Role Play digestive system process
 Text D9-D12
 Chap. D1 lesson 1 assessment
Problems of the digestive system (5.1a, 5.3a, 5.3b)
 M
 Body book and movie
 Text D36, 37

Prevent digestive problems (5.1a, 5.3a, 5.3b)
 M
Text D 38, 39
 Chap. D2 lesson 1 assessment, vocab quiz




Test/ teacher made




















Topic: Light

NYS Standard
4 The Physical Setting
 Time Frame/Duration: June
Content Key Idea:
 (4) Energy exists in many formsm and when these forms change energy is conserved.
Performance Indicator:
 4.1
Vocabulary
 absorb, concave lens, convex lens, opaque, reflect, translucent, transmit, transparent, visible spectrum, wavelength
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
Visible light and its sources (4.1d)
 M
B94, 95

light waves (4.1d)
 M
B96, 97
 Chap. B4 lesson 1 assessment
different materials and light (4.1d)
 M
 explore light through different materials
 B98-99

mirrors and light/how light bends (4.1d)
 M
B100-103
 Chap. B4 lesson 2 assessment




















Topic: Erie-Electrical Circuits

NYS Standard
4 The Physical Setting
 Time Frame/Duration: January-March
Content Key Idea:
 (4) Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator:
 4.1, 4.2
Vocabulary
 Acid, base, battery, bulb, circuit, circuit breaker, closes circuit, conduct, conductor, terminal, electricity, electric current, electric field, energy, filament, fuse, insulator, observation.
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes


























































































































Topic: Work and Energy

NYS Standard
4 The Physical setting
 Time Frame/Duration: January
Content Key Idea:
 (3) Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. (4) Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator:
 3.1, 3.2, 4.1
Vocabulary
 Balance, boiling point, chemical change, chemical energy, chemical property, complex machine, compound, compound machine, condensation, dissolves, electrical energy, element, energy, evaporation, force, freezing point, friction, gas, graduated cylinder, gravity, inertia, kinetic energy, liquid, mass, matter, mechanical energy, melting point, mixture, molecule, PH, physical change, physical property, potential energy, properties, simple machines, solid, solution, substance, variable, volume, weight, width, work
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
what is matter (3,1a, 3.1b, 3.1c, 3.2a)
 R
 make a mixture such as a trail mix, make a solution such as kool-aid
 Text B8-11
 Chap. B1 lesson 1 assessment
How are length and volume measured (3.1c, 3.1d)
 M
 have students place small objects in graduated cylinder to find the amount of water they displace, measure the length of objects using the metric system
 Text B12-B15
 Chap. B1 lesson 2 assessment
measuring mass and density (3.1c, 3.1d)
 M
 students use balance to find the mass of objects in metric units, mix syrup, water and oil students watch as the 3 separate
 Text B16-B19
 Chap. B1 lesson 3 assessment
Physical Changes (3.2b,3.2c)
 M
Text B22-25
 Chap. B1 lesson 4 assessment
Chemical Changes (3.2b, 3.2c)
 M
 make pancakes with students
 Text B26-29
 Chap. B1 lesson 5 assessment




Chap. B1 Test
How do forces affect motion (5.1a, 5.1b, 5.1c, 5.1d)
 R
Text B36-39
 Chap. B2 lesson 1 assessment
Energy affects motion (4.1b, 5.1a, 5.1b)
 M
 model and discuss different types of energy, changes in forms of energy
 Text B42-45
 Chap. B2 lesson 2 assessment
work (4.1b)
 M
 brainstorm examples of work
 Text B 48

Simple Machines (5.1f)
 M
 interactive websites
 Text B50, 51

Compound and Complex Machines
 I
Text B52, 53
 Chap. B2 lesson 3 assessment




Chapter B2 test




















Topic: Monroe-Crayfish/Animal Behavior

NYS Standard
4 The Living Environment
 Time Frame/Duration: September-December
Content Key Idea:
 (1) Living things are both similar to and different from each other and from nonliving things. (2) Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. (3) Individual organisms and species change over time. (4) The continuity of life is sustained through reproduction and development. (5) Organisms maintain a dynamic equilibrium that sustains life. (6) Plants and animals depend on each other and their phsical environment. (7) Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator:
 1.1, 2.1, 2.2, 3.1, 3.2, 4.1, 5.1, 5.2, 6.1, 6.2, 7.1
Vocabulary
 abdomen, adaptation, antenna, appendage, arthropod, camouflage, carapace, carnivores, cephalothorax, characteristics, consumers, crustacean, decapod, decomposers, defense mechanism, dominant, energy, environment, extinct, exoskeleton, eye, food chains, food web, gills, habitat, herbivores, hibernate, inferences, inherit, mandibles, maxillae, maxillipeds, migration, molting, non-living, observation, omnivores, organism, pincers, predator, prey, producers, regeneration, reproduce, reproduction, response, rostrum, scavenger, stimulus, survival, swimmerets, tail, territory, thorax, trait.
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes


















































Topic: Electricity

NYS Standard
4 The Physical Setting
 Time Frame/Duration: January-March
Content Key Idea:
 (4) Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator:
 4.1 Describe a variety of forms of energy and the changes that occur in objects when they interact with those forms of energy. 4.2 Observe the way one form of energy can be transferred into another form of energy present in common situations.
Vocabulary
 Acid, base, battery, bulb, circuit, circuit breaker, closes circuit, conduct, conductor, terminal, electricity, electric current, electric field, energy, filament, fuse, insulator, observation.
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
3.1c Objects have properties that can be observed, described, and/or measured.
 I
 *Discuss safe practices when dealing with electricity
*Write on Pg 2 in student activity book
*Read B70-B71
 Erie Boces Electrical Circuits Kit teacher Manual and Student books,
Science Text

4.1d Energy and matter interact 3.1e The material an object is made up of determines specific properties of the object.
 I
 *Pg B62 lab with balloons, done whole group
*Discuss and read B64-B67
 Erie Boces Electrical Circuits Kit teacher Manual and Student books,
Science Text
 Lesson Assessment 1
3.1e The material an object is made up of determines specific properties of the object 4.1b Energy can be transferred from one place to another. 4.1e Electricity travels in a closed circuit.
 I
 *Make simple circuits Pg 3 and 4 in student activity book
*Discuss what is in a bulb
 Erie Boces Electrical Circuits Kit teacher Manual and Student books
 Quiz #1
4.1e Electricity travels in a closed circuit. 4.2a Everyday events involve one form of energy being changed to another.
 I
 *Battery holders, bulb holders, switches Pg 5
 Erie Boces Electrical Circuits Kit teacher Manual and Student books

4.1e Electricity travels in a closed circuit.
 I
 *Secret language Pg 5
 Erie Boces Electrical Circuits Kit teacher Manual and Student books

3.1e The material an object is made up of determines specific properties of the object 4.2a Everyday events involve one form of energy being changed to another. 4.1e Electricity travels in a closed circuit.
 I
 *Polarity review using circuits, Pg 7
 Erie Boces Electrical Circuits Kit teacher Manual and Student books
 Electricity Quiz #3
4.1b Energy can be transferred from pone place to another. 3.1e The material an object is made up of determines specific properties of the object 4.1a Energy exists in various forms.
 I
 *Series circuit and parallel circuit Pg 8 and 9
 Erie Boces Electrical Circuits Kit teacher Manual and Student books

3.1e The material an object is made up of determines specific properties of the object 4.1c Some materials transfer energy better than others.
 I
 *How do electrical circuits work? Pg B68-B69
 Text
 Lesson Assessment #2
4.1b Energy can be transferred from pone place to another 4.1c Some materials transfer energy better than others. 4.1d Energy and matter interact.
 I
 *Conductors Pg 11
 Erie Boces Electrical Circuits Kit teacher Manual and Student books

3.1e The material an object is made up of determines specific properties of the object 4.1b Energy can be transferred from pone place to another 4.1e Electricity travels in a closed circuit.
 I
 *Hidden circuits Pg 12 and 13
 Erie Boces Electrical Circuits Kit teacher Manual and Student books

4.1b Energy can be transferred from pone place to another 4.1c Some materials transfer energy better than others. 4.1d Energy and matter interact.
 I
 *Liquid conductors Pg 14
 Erie Boces Electrical Circuits Kit teacher Manual and Student books
 Unit Test




















Topic:Crayfish/Animal Behavior

NYS Standard
4 The Living Environment
 Time Frame/Duration: September-December
Content Key Idea:
 (1) Living things are both similar to and different from each other and from nonliving things. (2) Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. (3) Individual organisms and species change over time. (4) The continuity of life is sustained through reproduction and development. (5) Organisms maintain a dynamic equilibrium that sustains life. (6) Plants and animals depend on each other and their phsical environment. (7) Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator:
 1.1, 2.1, 2.2, 3.1, 3.2, 4.1, 5.1, 6.1, 6.2, 7.1
Vocabulary
 abdomen, adaptation, antenna, appendage, arthropod, camouflage, carapace, carnivores, cephalothorax, characteristics, consumers, crustacean, decapod, decomposers, defense mechanism, dominant, energy, environment, extinct, exoskeleton, eye, food chains, food web, gills, habitat, herbivores, hibernate, inferences, inherit, mandibles, maxillae, maxillipeds, migration, molting, non-living, observation, omnivores, organism, pincers, predator, prey, producers, regeneration, reproduce, reproduction, response, rostrum, scavenger, stimulus, survival, swimmerets, tail, territory, thorax, trait.
Major Understandings
 I/R/M
 Suggested Activities
 Resources
 Assessments
 Teacher Notes
Animals need air, water, and food in order to live and thrive. (1.1a)
 I/R
 kit- Getting Ready Activity pg 13, Caring and Handling Activity pg 14, Planning activity pg 15
SW set up the crayfish pool correctly, SW contribute rules for a class chart that demonstrate positive attitudes toward the humane treatment of living things., SW participate in planning a Model For Problem Solving For Crayfish.
How are animals alike and different? (3.1a, 3.1c)
 I/R
 Kit- A Closer Look Activity pg 16
 Text pgs. A38-53
 SW draw and label body parts of a crayfish.
Chap. A2 lesson 1 & 2 assessments.
What characteristics do animals get from their parents? (2.1a, 2.2a, 2.2b)
 M
Text A54-57

Learned Behaviors (2.1b)
 M
 Kit- Crayfish Behavior Activity pg 17, Respiration Activity pg 18, Sensing Activity pg 19
 Text A58, 59
 Chap. A2 lesson 3 assessment, SW identify two or more typical behaviors of crayfish, SW describe how a crayfish breathes, SW identify how crayfish respond to various stimuli.




Chap. A2 test
Living and Nonliving parts of and ecosystem. (1.1 a, b, c, d)
 R
Text A 68, 69

Habitats (5.2d, 6.1e&f)
 R
 Kit Potted Crayfish activity pg 21
 Text A70, 71
 Chap. A3 lesson 1 assessment, SW devise and test a plan to identify hiding places crayfish prefer.


crazy_crayfish_gr2.notebook


How do plants get energy? (6.2a&b)
 M
Text A74-76
 Chap. A3 lesson 2 assessment
How do living things get energy? (6.1 b, c& d)
 M
 Kit- Feeding Activity pg 20
 Text A 77-81
 Chap. A3 lesson 3 assessment, SW describe how a crayfish holds food and how its mouth parts work while eating.
An organism's external physical features can enable it to carry out its life functions. (5.1b)
 M
 Kit- Male or female activity pg 25


What are food chains? (6.1c)
 R
 Student create a food chain.
Show students web site
http://www.secretsatsea.org
 Text A82, 83

What are food webs? (6.1e)
 R
 Students create a food web with a partner.
 Text A 84-89
 Chap. A3 lesson 4 assessment.




Chap. A3 Test